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Supervision and the Principles of Positive Behavior Support Part 1: Components

Supervision and the Principles of Positive Behavior Support Part 1: Components

Supervisors of staff in the field of developmental disability services are responsible for the success of their support for those individuals in their care. This course will present evidence-based ways to promote work quality and enjoyment among support staff working with people who have developmental and related disabilities. Interactive exercises, detailed case examples, and instructive information make this course helpful for applying this knowledge whenever you may need it.
Based on guidelines from Positive Behavior Support Training Curriculum published by The American Association on Intellectual and Developmental Disabilities (AAIDD), this course is designed for supervisors working with staff to provide quality supports and services that promote daily enjoyment among people with disabilities and reduce the likelihood of challenging behavior through the principles and practices of Positive Behavior Support (PBS). Another course, the “Overview of the Principles of Positive Behavior Support for Direct Support Professionals” provides an introduction to the principles of PBS, focusing on the reasons behind behavior issues. While the audience for this training should already know the basic human rights of the people they serve, this course is appropriate for supervisors of any direct support personnel working in any setting providing services for people with developmental and related disabilities.

Certificates

National Alliance for Direct Support Professionals

National Alliance for Direct Support Professional Frontline Supervisor Training

2.0 HOURS

Course Details

Course Code: REL-IDD-AAIDD-SPPBS1

Hours: 2

Type: Online Course

Content Expiration Date: 12/31/2021

Learning Objectives:Describe the importance of graphing for data analysis.Summarize four guidelines for obtaining information about staff performance.Identify three primary reasons why Behavior Support Plans (BSPs) may not be working.

Outline:SECTION 1. IntroductionA. About This CourseB. Learning ObjectivesSECTION 2. Using Data Analysis to Understand Why Behaviors OccurA. Meet JohnB. Graphs Help Us Understand BehaviorC. The Three Parts of a GraphD. Frequency Data GraphE. Interval Data GraphF. Basic Rule for Understanding Graphed DataG. Exercise: Is the Behavior Occurring More or Less Often?H. Frequency Data Graph Sample 1I. Interval Data Graph SampleJ. Frequency Data Graph Sample 2K. SummarySECTION 3. Using Scatter PlotsA. Using Scatter Plots to Understand Why Behavior OccursB. What Is a Scatter Plot?C. Example 1 of a Scatter Plot: Aggression and Self-InjuryD. Review of What the Data Tells UsE. Example 2 of a Scatter Plot: Biting WristF. Review of What the Data Tells UsG. Meet TyroneH. SummarySECTION 4. Giving Feedback and Evaluating Staff Using ChecklistsA. Defining What Feedback IsB. Why Verbal Feedback Helps Staff PerformanceC. Components of Effective and Acceptable FeedbackD. Using the Teaching Skills Checklist for Observation of SupervisorsE. Exercise: Give Effective FeedbackF. SummarySECTION 5. What is A Performance Checklist?A. What Is a Performance Checklist?B. Example of a Performance ChecklistC. When to Use a Performance ChecklistD. Advantages of Using a ChecklistE. Exercise: Benefits of a ChecklistF. SummarySECTION 6. Staff Observation, Modeling, and TrainingA. Supervising to Ensure Quality WorkB. Guidelines for Getting Information about Staff WorkC. #1: Rely on First-Hand InformationD. #2: Be Consistent in Getting InformationE. #3: Make Frequent ObservationsF. #4: Make Observations AcceptableG. Making Observations Pleasant for StaffH. Exercise: Which Way of Observing Is AcceptableI. SummarySECTION 7: Modeling As a Staff Management ToolA. What Is Performance Modeling?B. Modeling as a Staff Management Tool C. Modeling as a Staff Training ToolD. Steps in Performance-Based Staff TrainingE. Simulated Training vs. Training at the Work SiteF. An Important Rule in Staff TrainingG. Formal vs. Informal Staff Training with ModelingH. Meet SamI. SummarySECTION 8. ConclusionA. SummaryB. Course ContributorsC. ReferencesD. Congratulations

Expert Reviewer: Dennis Reid, Ph.D.

Dr. Dennis H. Reid is a licensed psychologist and Board Certified Behavior Analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures.
Disclosure: Dennis Reid, Ph.D. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.

Expert Reviewer: Marsha Parsons, M.A.

Marsha B. Parsons is Director of the Dogwood Resource Center at the J. Iverson Riddle Center in Morganton, North Carolina, and has over 45 peer-reviewed journal article publications and has coauthored 3 books. She has over 30 years of supervisory experience and offers a wide range of behavioral support services for individuals with developmental disabilities. She has given more than 75 presentations in staff training, management and motivation, evaluation, and provision of services.
Disclosure: Marsha Parsons, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.

Staff Writer: Myra Lavenue, M.A.

Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University.
Disclosure: Myra Lavenue, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.

Target Audience:The target audience for this course is: intermediate and advanced level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.

Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.

Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at [email protected]

All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.

To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.

Course Delivery Method and FormatAsynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.

AccommodationsIf you require special accommodations to complete this module, please contact Relias Customer Support by calling (800) 381-2321 or emailing [email protected]